Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves.

• Autores: Tomoko Yashima, Rieko Nishida, Atsushi Mizumoto
• Localización: Modern language journal, ISSN 0026-7902, Vol. 101, Nº 4, 2017, págs. 691-711
• Idioma: inglés
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• Dialnet Métricas: 2 Citas
• Resumen

  • This study investigates 3 unexplored issues regarding Second Language (L2) Motivational Self System theory. It further validates the theory using multiple structural equation modeling (SEM) along with a procedure comparing the strength of corresponding paths. Japanese university freshmen (N = 2,631) responded to a questionnaire and took the TOEFL-ITP test. Results showed the following: (a) Stronger Ideal and Ought-to L2 self visions led to intended effort, accounting in turn for higher levels of objectively measured proficiency. (b) Two types of learner beliefs reflecting L2 learning experience--Communication Orientation (the tendency to value extensive use of language) and Grammar-Translation Orientation (the tendency to value learning grammar explicitly)--influenced the 2 future selves differently. The former affected Ideal self more than Ought-to self, while the reverse was true of the latter. (c) Women's greater tendency to value communication activities influenced their stronger vision of Ideal L2 self. A stronger link between Grammar-Translation Orientation and Ought-to self in male students than in female students was found. Finally, the etic approach using SEM allowed for a comparison of studies conducted in different sociocultural contexts, showing stronger motivating power for Ought-to self in Japan along with gender differences, a finding with context-specific explanations. [ABSTRACT FROM AUTHOR]